PresentacióN Daniel&Alexander ProblemáTica

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1. Stimulating Writing through Project-BasedTasksby Tessema, K.Participants: Vsquez,D. Alexander Salazar, Alexander DECEMBER, 2007 UNIVERSIDAD PEDAGGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGGICO DE CARACAS SUBDIRECCIN DE INVESTIGACIN Y POSTGRADO SUBPROGRAMA DE ENSEANZA DEL INGLS COMO LENGUA EXTRANJERA 2. Writing well is extremely difficult even for a native speaker since ideas must be clearlypresented and organized (Nunan, 1999).In this article the author proposes a stimulating writing project work in order to help foreign language students to develop the skill of writing. The project is based on an Ethiopian experience. Introduction 3.

  • Principles of Project Work
  • (Arends, 1998)
  • Tasks organized around personally important
  • issues.
  • Students conducting authentic investigations for
  • real solutions.
  • Multidiciplinary investigations to analyze
  • problems.
  • Pieces of writings as artifacts for problem
  • solutions
  • Collaborative writing as a way to promote
  • effective writing.

4.

  • Basic Writing Processes
  • (Tessema, 2005)
  • Idea generation(brainstorming)
  • Freewriting (or fastwriting)
  • Drafting
  • Peer editing-Peer evaluation
  • A final draft

5.

  • Three Steps to develop a
  • problem/solution essay:
  • (Tessema, 2005)
  • Describing a problem
  • Identifying the causesof the problem
  • Proposing a solution to the problem
  • Note:Students develop a draft for each of the
  • steps in order to be given a feedback by
  • possiblereaders.

6.

  • Outcome of the writing project
  • (Tessema, 2005)
  • Purposeful performance
  • High Level of motivation because of a real audience (readers) and
  • relevant topics
  • Bigger opportunities for collaboration and interaction with others
  • Application of this knowledge to future projects

7.

  • Strengths
  • Topics relate with realistic problems in ELT.
  • Emphasys is made on the development of writing as a real way to problem solutions
  • There is gradual improvement in students writings passing from collaborative work through independent work.
  • Weaknesses
  • The project is mainly oriented to Advanced Learners.
  • The project requires a highlevel of teacher intervention.
  • Peer correction is not adequate at all times because students lack of skills in essay correction.

Conclusion 8. References Tessema, K. (2005) Stimulating Writing through Project-Based Tasks.InForum English Teaching, 43 , (4), 22-27. Arends, R. (1998 ). Learning to teach . Boston: Mc Graw Hill.Nunan, D. (1999)Second Language Teaching and Learning . Boston: Heinle and Heinle.